Ultimately, it will provide evidence-based directions of enhancing CT as a new literacy and problem solving as a global competence in school settings. Findings will contribute to extending academic and professional knowledge about learning mathematics with computational tools, in response to CT and Making as a social movement. In this design-based study, a total of 20 lessons with problem-based dM tasks are developed with content appropriate to senior primary and junior secondary mathematics curricula. CT concepts and practices such as sequences, variable-naming, abstraction, algorithmic thinking, decomposing, and iterating are highlighted during problem-based dM activities, through which scientific inquiry, mathematical thinking, and engineering design can also be exhibited as integrated STEM learning. Digital Making involves students’ active creation of both digital and tangible artefacts through block-based programming with physical input sensors and output devices. This study builds on the PI’s previously developed conception of “learning as Making” to envision a computationally enhanced mathematics curriculum-one that supports mathematical problem solving through digital Making (dM). Computational thinking (CT) is a powerful cognitive tool for solving problems, designing systems, and understanding human behaviour by drawing on concepts fundamental to computer science.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |